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Please use this identifier to cite or link to this item: http://hdl.handle.net/1807/33657

Title: Cracks and Opening, Murkiness and Unknowns: Dis/rupting Knowledge through Atelier/Atelierista Model of Timeless and Embodied Learning
Authors: Kauffman, Natalie
Advisor: Springgay, Stephanie
Department: Curriculum, Teaching and Learning
Keywords: Reggio Emilia
Timeless learning
Embodied learning
Issue Date: 29-Nov-2012
Abstract: This thesis interweaves the Reggio Emilia preschool model of atelier (art studio) and atelierista (artist educator), autobiography, timeless and embodied learning. I am interested in exploring approaches in which visual arts education in elementary schools disrupts traditional ways of knowing and learning about art. When an atelierista is embraced in the school environment, a rupture emerges in the landscape of education; one that recognizes the interconnectivity of things, and values difference and unknown. For this reason, I align my research with a form of inquiry – a/r/tography, which acknowledges intertwining roles of artist/researcher/teacher as integral parts of the research process. As such, my own art making is used as a form of inquiry and language in the text of this thesis.
URI: http://hdl.handle.net/1807/33657
Appears in Collections:Master

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